Springfield College
School of Professional and Continuing Studies
Boston Campus
Crisis Intervention, MMHC 623-B1 (3 Credits)
January 2016
Instructor: Derrick E. Harper
Address: 189 Ruskindale Road Hyde Park
Phone number: (617)749-7118
Email: dharper@springfieldcollege.edu
Class Schedule
Dates: 1/24, 2/21, 3/13, 4/10
Time: 9:30AM - 5:30PM
Location: Boston Campus
REQUIRED TEXT(S):
Kanel, Kristi, (2006), A Guide to Crisis Intervention (4th Edition), Brooks/Cole Publishing,
ISBN # 0-495-00776-5
The costs for all textbooks can be found at:
http://bookstore.mbsdirect.net/vb_buy.php?ACTION=top&FVGRPNO=24
]”
RECOMMENDED RESOURCES:
Aguilera, D., (1998) Crisis Intervention: Theory and Methodology (8th Edition), Mosby
Inc. Publishing, ISBN: #0-8151-2604-2
Greenstone, James L. and Leviton, Sharon C. (2001), Elements of Crisis and How to
Respond to Them, (2nd Edition), Brooks/Cole Publishing Company, ISBN: #0534366392
Hendricks, James E. (2006), Crisis Intervention in Criminal Justice/Social Service, (4th
Edition), Charles C. Thomas Publishing, IBSN: 0398072639
James, Richard K. (2007), Crisis Intervention Strategies (6th Edition), Cengage Learning,
ISBN #13: 9780495100263
COURSE DESCRIPTION:
This course presents theories, strategies, and skills and overall introduction to clinical crisis
counseling interventions. Models for assessing and responding to crisis are presented.
Topics such as medical and psychological traumas, posttraumatic stress disorder and
professional burnout will be included. Theoretical and ethical implications will be
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addressed. Emphasis is given to the understanding of disaster psychology, natural
disasters, terrorism, school violence, and suicidality from a multicultural perspective.
COURSE OUTCOMES:
By the end of the course students will be able to:
1. Establish a knowledge base of crisis theory.
2. Develop crisis intervention skills such as active listening skills to include, openended questions, reflective listening and paraphrasing.
3. Use critical thinking and problem-solving strategies to intervene in a variety of
crises.
4. Demonstrate techniques used in both direct personal intervention contact and
telephone intervention contact.
5. Recognize and learn to deal with the psychological and emotional stress faced by
crisis intervention workers.
6. Understand the dynamics of multicultural awareness and recognition of the many
cultural, social and class issues to which human service professionals may be
exposed as they interact with clients.
7. Develop a thorough understanding of the ethical obligations involved in all types of
human service intervention.
COURSE FORMAT:
Classes will be in the discussion style. Papers on various topics are assigned with the
expectation of presentation and discussion during each class session.
***WELCOME TO CRISIS INTERVENTION***
COURSE OVERVIEW:
SESSION I
Introductions, syllabus review, read chapters 1-4 of the text. Present your pre-class
assignment.
SESSION II
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Discuss chapters 5-7 and present your paper orally during the session.
SESSION III
Discuss chapters 6- 9 and present your paper orally during the session.
Discuss final project: Choose a community organization, church, or neighborhood
association that offers crisis intervention services to the community for more than two
years. Write a 6 page paper regarding the following:
1.
Visit to the organization
2.
Officers and directors
3.
History of the organization
4.
Programs and services offered or provided
5.
Goals of the organization
6.
Impact of the organization on the community
7.
Provide physical evidence that you visited the site (example: brochures or
programs, etc.)
8.
Interview a crisis intervention worker or therapist and take notes.
SESSION IV
Discuss chapters 10-12. Present your written paper on chapter 10-12 and your final paper
orally in class.
*****ALL PAPERS MUST BE WRITTEN IN APA STYLE. PAPERS PRESENTED
AFTER THE START OF CLASS WILL BE CONSIDER LATE AND WILL RECIVE
ONE GRADE LOWER THAN ORIGINAL QUALITY OF WORK DICTATES.
ASSIGNMENTS:
PRE CLASS ASSIGNMENTS:
Due for session I
Write a 3 page paper on any crisis situation you would like to share with the class. Discuss
in detail the crisis and how you handled the crisis. Do not use the same crisis as any of your
moodle assignments.
Due for session II
Read Chapter 1-5 of the text.
Write a 3 page paper on material read in chapters 1-5.
Due for session III
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Read chapters 6- 9 of the text.
Write a 3 page paper on material read in chapters 6- 9.
Due for session IV
Read chapters 10-12 of the text.
Write a 3 page paper on material read in chapters 10-12.
*****ALL PAPERS MUST BE WRITTEN IN APA STYLE. NO LATE PAPERS WILL
BE ACCEPTED. NO EXCEPTIONS!!!!!!
Definition of In-Class Participation:
All talk does not constitute good class participation. Class participation that contributes to a
positive grade is characterized by the following:
 Ties personal experiences to the concepts being studied, gives an orderly, brief version of the
experience, with a point that is stated clearly;
 Avoids repeating in a different form points made by others;
 Shows evidence of having completed, understood, and applied the readings for the course;
 Incorporates ideas shared by others and the instructor to create “a fuller picture” of the
concept under discussion;
 Poses real-life questions or challenges that spring from the discussion and attempts to shape
an “informed” conclusion.
Definition of Online Class Participation (Moodle Web-enhanced Discussion
Link)
The success of your learning experience in online discussion is dependent on the active
participation of all students. Therefore it is imperative that you enter each discussion link
prepared to participate in the class discussions, which requires that you not only post your
responses to the questions in a timely manner allowing time for others to respond, but you must
also respond/react/provide substantive feedback to other’s postings.
It should be noted that not all engagement in class discussions constitutes substantive class
participation. Class participation in an online environment is characterized by the following:
 Connects personal experiences to the concepts being studied, gives an orderly, brief version
of the experience, with a point that is stated clearly;
 Avoids repeating points made by others;
 Shows evidence of having completed, understood, and applied the reading for the course;
 Incorporates shared ideas to create an understanding of the concept under discussion;
 Poses real-life questions or challenges that spring from the discussion and attempts to shape
an informed conclusion.
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GRADING CRITERIA:
Moodle assignments: Each one is (1 points each)
Participation and class activities (10 points per class)
Pre-class writing assignments (10 points each)
Final paper
Grading:
A= 100-94
A-= 90-93
B+= 84-89
B-= 80-83
C+= 75-79
C = 77-74
10 points
40 points
40 points
10 points
D+= 68-73
D = 60-67
F = <59
NOTE: Each student in the course is responsible for all SPCS academic
policies and college policies as found in the School of Professional and
Continuing Studies Student Handbook.
SPECIAL SERVICES: Springfield College and the School of Professional and Continuing
Studies are committed to providing an equal educational opportunity for all students. Any
student who requires a reasonable accommodation to meet the requirements of this course is
encouraged to notify the instructor as soon as possible. Reasonable services and
accommodations are provided for students with physical, psychological, and learning disabilities
based on need. The disability must be documented with appropriate evaluations administered by
qualified professionals. This documentation must be on file with Assistant Dean (James R.
Whitley) 617-242-3361, ext. 225, campus designee for the SPCS Office of Student Support
Services, campus designee for the SPCS Office of Student Support Services.
The syllabus is a binding agreement between the faculty member and the students in the
course. After distribution of the syllabus, any changes to the syllabus must be (1) agreed to
by all parties without coercion, (2) distributed in writing, and (3) distributed to all parties.
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Rubric for Assessing Formal Writing Assignments
The rubric below is designed to help students and instructors define what quality writing is and
the criteria by which SPCS evaluates all students.
1. Clarity of Expression: The writer expresses ideas in a natural voice that permits a smooth
reading and clear communication of ideas. The ideas are written so they can be understood
easily, and the reader does not have to struggle to understand what the writer is saying.
2. Logical Organization of Ideas: Most college papers require an introductory paragraph (or
two) that grabs the reader’s attention, makes the reader want to continue reading, and gives
the reader some idea of what the paper is about. The main idea of the paper does not have to
be stated in the opening sentence or even in the opening paragraph, but it should be clear
before the end of the essay. What’s important is that the reader has a sense of the writer’s
direction throughout the essay and that each paragraph should flow logically into the next.
3. Elaboration and Detail: The writer needs to develop the ideas of the essay fully and provide
adequate supporting detail. Details can include examples, allusions, statistics, quotations,
paraphrases, summaries, and more. Has the writer answered questions such as “what,” “what
if,” “why not,” “how,” “how come”?
4. Critical Thinking: The writer needs to demonstrate the ability to analyze a subject from
different perspectives, identify what’s at stake in each of these perspectives, and connect his
or her conclusions to the central theme of the paper. It is not enough to present supportive
examples without making clear the significance of these examples and how they advance the
point the writer is trying to make.
5. Effective Use of Research Techniques Where Appropriate: The writer needs to select
appropriate material from references to support ideas, use a variety of references, integrate
the source material smoothly into the flow of the paper, and demonstrate consistent and
correct use of the APA documentation style.
6. Effective Use of Language And Diction: The writer should use a vocabulary that is suitable
to the subject and the audience. Are the words used accurately and effectively?
7. Mechanics and Usage: Mechanics include the standard conventions of spelling,
capitalization, punctuation, and correct paragraph indentation. Usage involves issues of verb
tenses, apostrophes, subject-verb agreement, noun-pronoun agreement, run-on sentences,
sentence fragments, and misplaced as well as dangling modifiers. Occasional errors that do
not interfere with the reading of a text may be considered acceptable.
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